15th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 13-15, 2016 • San Diego, CA
3/15/2016 | 9:40 AM - 10:10 AM | Topical Session 4 | Towne/Esquire | 4 - Early Intervention
Deaf and Hard-of-Hearing Infants and Toddlers at Risk: Interdisciplinary Collaboration
A diverse team of professionals including counselors, social workers, psychologists, early childhood educators, and communication specialists will address how to support young deaf and hard-of-hearing children and their families who are at risk. Large numbers of young children are considered at risk for healthy development in all developmental domains due to lack of social support, limited economic resources, substance abuse, trauma and other issues that impact quality of life. Although early intervention specialists regularly encounter these situations, they typically lack the specialized knowledge and skills to identify indicators that place young children at risk or the ability to garner resources needed to support these children and their families. This presentation is based on knowledge of best practices in early intervention of deaf and hard-of hearing children, the presenters’ own clinical and professional experiences, and knowledge gained through focused study (e.g., CDC, 2013; Zero to Three, 2011; Center for the Study of Social Policy, n.d.; U.S. Department of Health and Human Services, 2012). The presenters will use a family case study method to challenge and encourage participants to think creatively about how to identify what families and young children need to manage difficult life circumstances, and how to help families obtain supports and resources. Presenters will emphasize how professionals from different disciplinary backgrounds can provide improved opportunities for these children and their families to participate fully in early intervention programs and maximize their developmental potential across all domains. We believe that this presentation fills an important knowledge gap by addressing how various members of a team can work collaboratively and cohesively with the shared aim of supporting families and children who are deaf or hard of hearing by helping them acquire skills to maximize the safety and overall sense of well-being of young children and their families.
- Identify a minimum of three indicators that may suggest a family and/or a young child who is deaf or hard of hearing is at risk.
- Describe at least three of the legal and/or ethical considerations of professionals who are working with families and children who are at risk.
- Discuss two or more collaborative interdisciplinary approaches that comply with best practice principles for promoting optimal outcomes for these children and families.
Presentation:
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Handouts:
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CART:
CART transcripts are NOT YET available, but will be posted shortly after the conference
Presenters/Authors
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Marilyn Sass-Lehrer
(POC,Co-Presenter,Author), Gallaudet University, marilyn.sass-lehrer@gallaudet.edu;
Marilyn Sass-Lehrer is Professor Emerita at Gallaudet University in Washington, DC, USA. She received a master’s degree in Deaf Education from New York University and a Ph.D. from the University of Maryland in Early Childhood Education and Curriculum and Instruction. She is the co-director of the Gallaudet University Graduate Interdisciplinary Certificate Program: Deaf and Hard of Hearing Infants, Toddlers and Their Families. She is editor of Early Intervention for Deaf and Hard-of- Hearing Infants, Toddlers and their Families: Interdisciplinary Perspectives (2016), co-author of Parents and their Deaf Children: The Early Years (2003), and co-editor of The Young Deaf or Hard of Hearing Child: A Family-Centered Approach to Early Education (2003). Dr. Sass-Lehrer has been actively involved in national and international efforts to support professional development and learning for early intervention providers and promote quality early education and family involvement.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
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No relevant nonfinancial relationship exist.
Amy Szarkowski
(Primary Presenter), Boston Children's Hospital & Harvard Medical School, Amy.Szarkowski@childrens.harvard.edu;
Dr. Szarkowski is a Psychologist in the Deaf and Hard of Hearing Program at Boston Children's Hospital. Her work there involves conducting developmental and psychological assessments, providing support to Deaf and hard of hearing children and their families through short-term therapy, and advocating for appropriate supports and accommodations to meet childrens' needs. Dr. Szarkowski also holds an appointment as Instructor at Harvard Medical School, Department of Psychiatry. She teaches in the Deaf and Hard of Hearing Infants, Toddlers and Families Collaboration and Leadership program at Gallaudet University, as well as in the Eliot-Pearson Department of Child Study and Human Development at Tufts University.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Beth Betman
(Co-Presenter), Betman Clinical Social Work Consultation & Services, beth.betman@gallaudet.edu;
Beth Betman is the former Coordinator of the School Social Work Specialization for the MSW program at Gallaudet University. She served on the working committee to establish the ITF program at Gallaudet and has co-taught the Families course. Her research and writing interests include school social work and mental health, play therapy, and sandtray therapy with deaf and hard of hearing children, youth, and adults. Dr. Betman currently has a small private practice in Silver Spring, Maryland. Beth teaches in Gallaudet University’s Infants Toddlers and Families Interdisciplinary Certificate Program
ASHA DISCLOSURE:
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Jesus Barreto Abrams
(Co-Presenter), Gallaudet University, jesus.barreto-abrams@gallaudet.edu;
Jesús O Barreto Abrams was born and raised in Puerto Rico and currently resides in Washington, DC. He is a nationally certified sign language interpreter and doctoral student in clinical psychology at Gallaudet University. Jesus' main interests lie in working with multicultural families in early intervention for deaf children. Jesús is currently enrolled in the Gallaudet University Infants, Toddlers and Families Interdisciplinary Certificate Program.
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Kris Ching
(Co-Presenter), Washington State Center for Childhood Deafness & Hearing Loss, kris.ching@cdhl.wa.gov;
Kris Ching is the Outreach Director, birth-5, for Washington State Center for Childhood Deafness & Hearing Loss (CDHL). Her focus is on developing collaborative relationships in underserved areas, providing training/information to early intervention coordinators and providers, and finding funding to help expand statewide services for children and families. She is involved with the D/HH Early Childhood State Agencies Taskforce, serves on the WA Hands & Voices board, and is currently enrolled in Gallaudet University’s D/HH Infants, Toddlers, and Families: Collaboration & Leadership Interdisciplinary Graduate Certificate Program.
ASHA DISCLOSURE:
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Sarah Honigfeld
(Co-Presenter), Thom Boston Metro Early Intervention, shonigfeld@thomchild.org;
Sarah Honigfeld is a 2013 graduate of Northeastern University with a Bachelors of Science in Human Services and a graduate certificate in Early Intervention. She is currently working toward her Masters in School Counseling and Early Intervention from Gallaudet University. She has worked with Boys & Girls Clubs as an Inclusion Specialist. Currently she works as a Developmental Specialist at Thom Boston Metro Early Intervention, where she is a specialty provider for families with children with various hearing levels.
ASHA DISCLOSURE:
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Receives Salary for Employment from Tom Child & Family Services.
Receives Salary for Employment from Thom Child & Family Services.
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Has a Personal,Institutional,Bias (member of Deaf community) (student at Gallaudet University with Infants, Toddlers and Families Certificate program) (member of Deaf community)
relationship for Volunteer teaching and speaking,Volunteer membership on advisory committee or review panels.
Robin Hough
(Co-Presenter), Beverly School for the Deaf, robinhough@cccbsd.org;
Robin Hough is coordinator for the Parent Infant Program at the Beverly School for the Deaf. She has worked in Early Intervention for the past 10 years. Prior to that, she worked as a special education teacher in a variety of settings serving hearing and Deaf/HH children. Some of those experiences include classroom teacher, residential director, camp director and group home
ASHA DISCLOSURE:
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No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.
Danielle Previ
(Co-Presenter), Gallaudet University, danielle.previ@gallaudet.edu;
Danielle Previ is a fifth year Clinical Psychology student at Gallaudet University and currently doing her externship at Mt. Washington Pediatric Hospital. Her area of interest is providing therapy for children and their families, specifically, Parent Child Interaction Therapy (PCIT). Her dissertation research focuses on strengthening language skills of deaf children through PCIT. Dani is currently enrolled in the Gallaudet University Infants, Toddlers and Families Interdisciplinary Certificate Program.
ASHA DISCLOSURE:
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